Submitted in Fulfillment of the requirements for the Master’s Degree in Nursing, Durban University of Technology, Durban, South Africa, 2016. / Aim The aim of the study was to examine students’ perspectives regarding their learning in a community based undergraduate nursing programme at the Durban University of Technology in South Africa. Methodology A quantitative descriptive design was used to examine student nurses’ perspectives regarding their experiences in community-based education (CBE), with specific reference to perceived academic gains, local and global gains, intrapersonal gains and interpersonal gains. Hours spent by students outside their CBE schedule as well as most preferred clinical practice Participants included 203 undergraduate nursing students drawn from the 2010, 2011 and 2012 cohorts. A stratified random sampling technique was used. A modified 4-point Likert scale version of a questionnaire designed by Ibrahim (2010), which also comprised of open-ended questions for supportive qualitative information, was used to collect data. Analysis was done accomplished using SPSS Version 22 for the quantitative data and identification of themes for the supportive qualitative information. Results The study results revealed that students had benefited from CBE in all the four domains under study. Participants rated the impact of CBE on academic gains lowest ( ̅x = 3.09, SD = .38) with perceived impact of CBE on local and global gains rated highest ( ̅x = 3.33, SD = .38). The personal gains subscale was the second highly rated subscale with a mean of 3.27 (SD = .43), followed by the intrapersonal gains domain ( ̅x = 3.15, SD .48). No significant differences were found between groups on all the variables of interest. Furthermore, the results revealed that participants spent a varying number of hours outside of scheduled CBE placement. The majority of the participants spent 200 hours to 399 hours (n= 119) = 58.6% in the first semester and (n = 120) = 59% in the second semester. The majority (72%) of the participants indicated that their preferred clinical practice environment was Primary Health Care. / M

Submitted in fulfillment of the requirements for the Degree of Master of Technology in Nursing, Durban University of Technology, Durban, South Africa, 2015. / Abstract The HIV pandemic continues to intensify in most countries, especially in Sub­ Saharan Africa, with 1.8 million new people becoming infected with the disease in 2011. Sub- Saharan Africa is the world's worst HIV and AIDS affected region. The intensity of the AIDS pandemic in South Africa creates additional challenges for health workers. Apart from the fact that they could be infected, they have to deal with an increasing number of people who suffer from a fatal disease for which no cure has been found. Nurses are expected to give all the necessary care to these patients. The HIV and AIDS epidemic in South Africa poses challenges for an overburdened health care system. There is limited knowledge about health care perceptions and emotional experiences of providing HIV and AIDS related care and support. It is against this backdrop that the researcher has chosen to explore the experiences of first-year student nurses, caring for HIV and AIDS patients. Aim of the study The purpose of the study was to explore the lived experiences of first-year student nurses, nursing HIV and AIDS patients. Methodology A descriptive phenomenological research design was used to explore the experiences of first-year student nurses, caring for HIV and AIDS patients. The research setting was two colleges of nursing in the uMgungundlovu District that offer the four-year nursing diploma programme. The type of purposeful sampling that was used was criterion sampling, which entailed studying cases which met pre-set criteria. In-depth interviews with the first-year student nurses, who had experienced nursing HIV and AIDS patients, were conducted. The data was analysed manually and put into categories and sub-categories as they emerged. Results The findings revealed that the participants had positive and negative experiences when they provided nursing care to HIV positive patients. The positive experiences were that the participants did not fear meeting HIV positive patients and they were not traumatized. These participants nursed HIV positive patients like any other patient. The participants expressed their feelings as sad and bad. Participants who had negative experiences were shocked, scared and cried when they met HIV positive patients. Six participants reported that they did not know of any facilities available for debriefing and sharing of experiences. The remaining participants identified the group lecturer, group mates, the psychologist and registered nurse in the ward. There was a lesson in class that was dedicated to debriefing and the sharing of experiences. The majority of the participants (n=10) stated that HIV and AIDS was transmitted through contact with infected body fluids and blood. The participants identified similar methods of transmission, which were unprotected sexual intercourse, needle-stick injuries, use of contaminated needles and mother- to- child transmission of HIV and AIDS. The participants were able to correctly identify the modes of transmission, except for one participant who was not sure if HIV and AIDS was transmitted through breast-feeding, due to a lack of knowledge of the modes of transmission. Six participants identified voluntary counselling and testing (VCT) as a support service available for nurses exposed to HIV and AIDS. Three participants verbalised that they did not know of any services available to student nurses. Some participants were not sure if the services were available and accessible and had no idea if the services were available and accessible to the student nurses. There were various problems that were encountered by the participants with regards to accessing the services. These included a lack of privacy, fear of giving information to colleagues, early closure of the clinic and unavailability of the counsellor when needed. Recommendations were made concerning the need for adequate preparation of student nurses in their early training, with regard to VCT, PMTCT, home- based care and support groups. The stigma for HIV and AIDS needs to be adequately addressed. Support for student nurses needs to be provided when dealing with death of HIV and AIDS patients, as a large majority voiced not being able to cope. Conclusion Student nurses who shared their experiences nursing HIV and AIDS patients had positive and negative experiences when they provided nursing care to HIV positive patients. The participants needed the relevant support and counselling to be available when needed. Stigma still exists, even though HIV and AIDS has existed for at least thirty years. / PDF copy unavailable. please refer to hard copy for full text information / M

Text in English / The purpose of the study was to describe the perceptions and attitudes of student nurses towards anatomy and physiology. The study was conducted in the nursing education setting at three campuses of one college of nursing in the Limpopo Province of South Africa. A non-experimental, quantitative, descriptive research design was utilised, with a survey and a self-administered questionnaire as data collection method and instrument respectively. Probability sampling was utilised to select a sample of 2nd year student nurses registered for the 4-year diploma at the selected college of nursing. Data was analysed by means of Statistical Package of Social Sciences (SPSS) version 24.0. The results revealed both positive and negative perceptions and attitudes towards anatomy and physiology. Positive attitudes and perceptions were that the subject is enjoyable, easy, interesting and relevant to nursing practice. Negative attitudes were shown towards the classroom as not being conducive to learning and towards teaching methods that were not interactive. Recommendations were made to include interactive, evidence-based teaching learning methods in anatomy and physiology. / Health Studies / M. A. (Nursing Science)

Clinical learning experiences form an integral part of the student nurse's training, for it is in the clinical setting that students acquire the knowledge, skills and values necessary for professional practice. The purpose of this research was to explore student nurses experiences during clinical practice. A qualitative, exploratory, descriptive and contextual design was utilised, employing the phenomenological method. Unstructured interviews were conducted with student nurses in their final year of the four year nursing programme at a nursing college campus in the Limpopo Province. Tesch's method of data analysis was used. The findings indicate that there are aspects which impact negatively on student nurses' clinical learning experiences, such as lack of teaching and learning support, lack of opportunities for learning, poor theory-practice integration, and poor interpersonal relationships between the students, college tutors and ward staff. Recommendations to enhance the clinical learning experiences of student nurses were made. / Health Studies / M.A. (Health Studies)

The purpose of the study was to determine and understand the challenges that student nurses encounter in the clinical learning environment (CLE) in Limpopo Province, South Africa and how these challenges can be addressed. A quantitative, descriptive, cross-sectional survey was used. The population consisted of levels 2, 3 and 4 year student nurses from three campuses of Limpopo College of Nursing. The researcher used a self- developed questionnaire for data collection. Out of 206 questionnaires, 152 were returned fully completed, yielding 74% effective response rate. The study revealed some of the challenges which negatively affect students’ education and clinical learning and strategies were devised to address these challenges / Health Studies / M.A. (Nursing Science)

The aim of the study was to gain an understanding on the experiences of enrolled nurses with regard to caring for people living with HIV and AIDS in one of the rural hospital in Vhembe district, in order to make recommendations for guiding and supporting those enrolled nurses. This study followed qualitative approach using interpretative phenomenological analysis design. Data were collected from 11 purposively selected participants using semi structured interviews. Data were analysed using interpretative phenomenological analysis framework for data analysis. Three super-ordinate themes emerged from data analysis namely: resources, support and impact of working with HIV positive patients. The study revealed that enrolled nurses are failing to provide proper care to people living with HIV and AIDS due to inadequate resources and lack of support. This situation has negative impact on the health of enrolled nurses providing care to people living with HIV and AIDS. Recommendations are put forth to improve resources, enhance support and for mitigating impacts experienced by enrolled nurses when caring for people living with HIV and AIDS at a rural hospital in Vhembe district of Limpopo province. / Health Studies / M.P.H.

The purpose of study was to explore and describe the student nurses’ experiences of teaching and learning through simulation. The study was conducted at one public college of nursing located in the city of Tshwane in the Gauteng province of South Africa. A quantitative exploratory and descriptive design was used to achieve the objectives of the study. The selected population comprised second year student nurses registered for the programme of education and training leading to registration as a nurse (general, psychiatric and community) and Midwife (R425, 1985; paragraph (iii) as amended) at the selected college of nursing. The number of registered second year student nurses was 250, and it was found to be manageable and adequate for data analysis. Consequently, the whole population was included in the survey and no sampling procedures were carried out. Data were collected by means of a self-administered structured questionnaire and STATA 14 program was used for data analysis. According to the results of the study, student nurses’ experiences of teaching and learning through simulation were positive. The results showed that teaching and learning through simulation led to significant increases in knowledge and skills acquisition among student nurses who took part in the study. In addition, the student nurses’ attitude to teaching and learning through simulation were positive. However, based on the findings of the literature review on trends and best practice standards for simulation, it is recommended that the college introduces high virtual technology simulation as it is only using low and medium fidelity simulation. This will ensure that the college is up to date with trends and best practice standards for simulation, and for improving simulation teaching learning outcomes for large number of student nurses. / Health Studies / M.A. (Nursing Science)

The research question the researcher set out to answer was: How do student nurses experience learning in the clinical field? The research question stemmed from years of experience in nursing education and a concern about student nurses' involvement in the clinical area. A phenomenological investigation was embarked upon involving principles from Wertz's (1983, 1984, 1985) empirical psychological reflection. The existential base-line for the research was stated as: Human experience results in learning. The base-line also supported the assumptions underlying the current research and are in line with phenomenological philosophy. Participants were selected from the student nurse population in the Limpopo Province via convenience and purposive sampling. Five students from second through fourth year of training according to SANC Regulation R425 were selected. Data were collected through in-depth interviews. One initial and one follow-up interview were conducted with each participant. Interviews were audio-taped and transcribed verbatim. Data analysis at the idiographic and nomothetic levels was conducted through open coding, categorisation and constant comparative analysis. Four major themes emerged from the data namely: * Descriptive overview of clinical learning * The lived experience of student nurses * Motivational factors in clinical learning * Erosive factors in clinical learning Awareness figured as an all accommodating concept to theme and categories. It figured as a multi-dimensional concept that positions and orientates student nurses in the clinical setting. Awareness answers the student nurse's existential question: Where am I? Based on the findings OF the current research and guided by the concept of an integrated holistic awareness, conclusions were drawn and recommendations and guidelines were formulated relating to: nursing education, nursing management, cooperation between education and services, clinical teaching, future research and theory development. / Health Studies / D.Litt. et Phil. (Health Studies)

The aim of this study is to determine the effectiveness of simulation training in improving the clinical competence of pupil nurses. A quantitative, quasi-experimental, non-equivalent control group before-after design is used. The method of data collection is observation using check lists. The population for this study includes the second-year pupil nurses (N=43) following the two-year programme leading to enrolment as a nurse at the Gauteng learning centre of a private hospital group during 2011-2012. The results reveal that although there is proof that clinical training in simulation improves the competence levels of the experimental group in the procedure administration of oral medication over a period of time, there is no proof that this is true for the procedure observation of patients’ neurological functions and, therefore, the researcher cannot come to a definite conclusion about the effectiveness of simulation training / Health Studies / M.A. (Health Studies)

South African nurses have accepted the challenge that was brought about by the Health Reform Policy of 1990 which opened health service centres to people of all racial and cultural groups. However, recent studies on multicultural nursing have revealed that problems have occurred when delivering care across cultural barriers. Most of these studies have approached these problems from the patients point of view, where issues of dehumanized care, labelling and discrimination have been reported. Therefore, this study was an attempt to look into these problems from the nurses point of view, by exploring the source of these problems, their effect on health care delivery and possible solutions. The researcher focussed on three critical issues, namely, lack of cultural knowledge, negative attitudes, as well as difficulty in communication. Through focus group interviews (FGI) and responses to given scenarios, student nurses who had experienced problems with culturally different patients were given a chance to reflect on their experiences, report on these experiences and recommend possible solutions to the experienced problems. The results revealed that: 1. The major source of the problems was lack of experience due to inadequate exposure to culturally diverse groups which in tum led to inappropriate decisions and actions at care delivery level. 2.Difficult perceptions and negative attitudes lead to the formation of stereotypes which block the delivery of culturally congruent care. 3 .Inability to communicate due to differences in spoken language lead to difficulty in building the trust relationship and hence inadequate care delivery. / Health Studies / M.A. (Nursing Science)